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Adaptation of children in kindergarten from the point of view of parents' and teachers' evaluation
Zuntová, Klára ; Loudová Stralczynská, Barbora (advisor) ; Ferklová, Alžběta (referee)
The diploma thesis deals with the issue of children's adaptation in kindergarten, primarily from the perspective of parents and teachers. The aim of the thesis is to develop relevant theoretical frameworks and starting points regarding adaptation in preschool education and to reflect on the issue of adaptation through a case study of a kindergarten in an empirical investigation. In the conclusion, recommendations are formulated for the further development of the pedagogical work of the selected kindergarten aimed at supporting the adaptation processes of children who start attending preschool education. The theoretical part first focuses on the definition of basic terms related to the course of the adaptation period and the socialization of the child in preschool age. It also deals with legislative documents on which the adaptation process is based. In the last part, the issues of communication, cooperation and psychosocial needs of the child are defined, which it is desirable to pay attention to specifically in this period. The research design in the empirical part is a case study of one kindergarten. The investigation focuses on the analysis of expectations, experiences and evaluation of the course and outcome of the adaptation period from the perspective of parents and teachers in the selected...
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Beginning teacher of (not only) biology
Nedavašková, Michaela ; Rajsiglová, Ina (advisor) ; Kotvaltová Sezemská, Karolína (referee)
This work provides an insight into the professional start of beginning teachers which is key for their future direction. It turns out that many teachers leave the profession during the first years. The first part defines the concept of the induction period and highlights its importance, describes the role of the mentor and school management, and then the difficulties and needs of beginning teachers. The second part is devoted to the German and Swedish educational systems and primarily focuses on their approaches and ways of induction of beginning teachers. Germany was chosen based on its unique system of two-phase teacher education and Sweden as a representative of the Nordic countries investing a significant proportion of its government budget into education. Key words: beginning teacher, induction period, mentoring, induction of beginning teachers
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Mentor teacher
Vítová, Drahoslava ; Zvírotský, Michal (advisor) ; Thorovská, Alena (referee)
The presented diploma thesis deals with the position of the introducing teacher and looks at the problems of beginning teachers. Today, this position is often mentioned not only in connection with the teacher's career growth, but mainly in connection with the large leaving of beginning teachers after their first years in education. The theoretical part focuses not only on the definition of a beginning teacher and description of their adaptation period, but also on professional opinions and information about the their personality. Furthermore, the theoretical part dwells on the challenges and shortcomings of beginning teachers, which are associated with entry into practice. The final chapters of the theoretical part are devoted to the very position of the introducing teacher. The content of their work and role at school are described there. The practical part focuses on the experiences of beginning teachers with their adaptation period and their introducing teacher. We will try to look into the introduction process and find out how beginning teachers perceive the role of the introducing teacher, what they expect from them and what their requirements are. For this, qualitative research in the form of questionnaires was used. At the end of the work, the requirements of beginning teachers for the...
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Social Preparedness for Kindergarten
Kašparová, Eva ; Švandová, Martina (advisor) ; Běhalová, Andrea (referee)
This bachelor thesis surveys the field of social preparedness for kindergarten from the perspective of developmental psychology and the influences of the modern world in which preschool children grow up and which affect them. The thesis is partitioned into the theoretical and practical research parts. The second chapter of the theoretical part describes the preschool facilities and care possibilities for preschool children in the Czech republic with emphasis on common kindergartens. The third chapter is focused on a preschool child from the perspective of developmental psychology and environmental influences. The fourth charter introduces the term social preparedness for kindergarten. It also explains the concept of adaptation period. Its evaluation and results are used in the practical part as potential criteria for determining the social preparedness for the kindergarten. The first section of the research part is dedicated to the survey on social preparedness and how it is percieved by parents and teachers. The second section captures the observation conducted on a sample of 15 children during the adaptation period. The conclusion summarizes the results of the research. .
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Drop-out of the beginning teachers
Krejčová, Martina ; Zvírotský, Michal (advisor) ; Thorovská, Alena (referee)
The Diploma thesis focuses on the drop-out of beginning teachers. Theoretical part elaborates on the phenomenon of drop-out, it describes the reasons why the beginning teachers leave and why they are the group of teachers which is the most threatened by drop-out. Furthermore, this part describes problems that beginning teachers have to deal with and the most frequent reasons for leaving the profession, their rate and consequences of drop-out. The end of the theoretical part presents options and suggestions that would help solve this problem. The empirical part of the thesis is realized by an on-line questionnaire and in-depth interviews. The research focuses on four main aspects: 1 - the motivation to study the teaching and to practise it, 2 - the main reasons for new teachers to leave, 3 - the possibilities to prevent drop-out and 4 - whether the respondents continue to work with children or not. Last but not least, the research focuses on the possibilities that would help respondents to stay in the profession. The results of the research confirm the reasons for quiting as described by literature. The qualitative description of the reasons for drop-outs provides a deeper understanding of how they interact in an institutional, interactive and cultural level. KEYWORDS Induction period, teacher...
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Social Preparedness for Kindergarten
Kašparová, Eva ; Švandová, Martina (advisor) ; Běhalová, Andrea (referee)
This bachelor thesis surveys the field of social preparedness for kindergarten from the perspective of developmental psychology and the influences of the modern world in which preschool children grow up and which affect them. The thesis is partitioned into the theoretical and practical research parts. The second chapter of the theoretical part describes the preschool facilities and care possibilities for preschool children in the Czech republic with emphasis on common kindergartens. The third chapter is focused on a preschool child from the perspective of developmental psychology and environmental influences. The fourth charter introduces the term social preparedness for kindergarten. It also explains the concept of adaptation period. Its evaluation and results are used in the practical part as potential criteria for determining the social preparedness for the kindergarten. The first section of the research part is dedicated to the survey on social preparedness and how it is percieved by parents and teachers. The second section captures the observation conducted on a sample of 15 children during the adaptation period. The conclusion summarizes the results of the research. .
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Analysis of the Means of the Implementation of the Teachers' In-service Education from the Management Perspective
Cermanová, Jaroslava ; Kitzberger, Jindřich (advisor) ; Voda, Jan (referee)
In-service education of teachers represents one of the key parts of strategic development of the Czech system of education. The work focuses on the problem from the perspective of the school`s management and analyses the part it plays in implementation of in-service education. The aim of the work is to interpret the ways how in-service education is approached and the means of its implementation in primary and secondary schools. The work itself is divided into two main parts. The characteristics of in-service education and the state of the art are described in the first part. The approach of the management of schools to the problems of in- service education is analyzed through the questionnaire in the second part. At the end of the work, the conclusions resulting from this inquiry are described in detail. KEYWORDS: Educational Act, the Act on Pedagogical Staff, Preschool Education, Further Education of Pedagogical Staff, the Career Scheme, Supervisor, Mentor, New Entrant Teachers, an Adaptation Period, Full Certificated Teacher, Accreditation policy
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